Formative assessment is an important dimension of teaching reform, and so introducing formative assessment into teaching is of great importance for transforming students' performance. It is also important to explore teachers' understanding and practices of formative assessment. The present research therefore examined how university English…

For more than three decades, there has been a paradigm shift in approaches to the teaching of world languages in the classroom. The shift has been influenced heavily by the literature on second language acquisition and teaching as well as the development and implementation of the national standards for teaching and learning. The purpose of this…

Self-directed learning and blended learning are instructional methods to enhance students' current learning behaviour and promote their lifelong learning. This research aims to develop the self-directed learning instructional model by implementing a blended learning method with English subject group teachers in opportunity expansion schools in…

Language mindsets and L2 willingness to communicate (L2 WTC) are closely related and have contributed greatly to learners' L2 learning achievements under the SLA paradigm. However, relatively less attention has been given to the influence of language mindsets and L2 WTC on L2 pragmatic acquisition. This paper aims to examine the potential…

Shin and Mill (2021) propose four steps children go through when learning "variable form use." Although I applaud Shin and Miller's focus on morphosyntactic variation, their accrual of evidence is post hoc and selective. Fortunately, Shin and Miller recognize this and encourage tests of their ideas. In support of their work, I share data…

Most deaf children have hearing parents who do not know a sign language at birth and are at risk of limited language input during early childhood. Studying these children as they learn a sign language has revealed that timing of first-language exposure critically shapes language outcomes. But the input deaf children receive in their first language…

Motivation and anxiety are two crucial factors influencing learning outcomes, yet limited empirical research on expectancy-value theory can be found within previous literature about Chinese undergraduate students studying English as a foreign language (EFL). Moreover, few studies have examined the interaction between motivation and skill-specific…

In recent decades, language revitalisation policies, programmes and initiatives have had to develop in an environment of major social, political, economic, or technological changes that have had an extraordinary impact on the governance of minority language revitalisation. In this context, we have studied the changes that have taken place in the…

The adoption of English-Medium Instruction (EMI) has gained global traction, spurred on by higher education internationalization trends. Despite the widespread usage of EMI, its influence on students' language development remains relatively unexplored. This study investigated the impact of EMI instruction on the self-efficacy and English…

This article explores the applicability of mean length of utterance (MLU) as a language assessment measure for Georgian child language, as to-date, Georgian, a morphologically rich language with numerous inflectional categories, experiences an extensive lack of instruments for early language assessment. To this end, a set of guidelines for…

Mother Tongue Education (MTE) in the Philippines seeks to educate learners from kindergarten to 3rd grade using their mother tongues. However, in Linguistically Diverse Contexts (LDCs) where multiple mother tongues are spoken, a lingua franca is nominated as the alternative MOI. Against this backdrop, our study explores the language attitudes of…

This study considers language proficiency test scores achieved by ESL students who subsequently entered a New Zealand university at the undergraduate level. Scores from IELTS and the university's in-house English Proficiency Test are analysed to determine the predictive ability of overall scores on these two tests and scores for each of the four…

Framed by family language policy (FLP), in conjunction with the Douglas Fir Group's ecological transdisciplinary framework for second language acquisition, this multiple case study investigates the FLPs of two Hmong-American families in relation to a Hmong-English dual-language program (DLP) where their children are enrolled. Interviews,…

In the history of psycholinguistics, there are traditional accounts that have been told about language learning and processing. These accounts revolve around the constraints imposed by the age of language learning and by universal principles that are assumed to be natively given. The contribution of Brian MacWhinney and his collaborators has been…

The present continuous tense can be problematic among L1 Thai learners due to the variation in contexts in which the tense can be used (Boonjoon, 2017; Khattiya, 2018; Kongthai, 2015). The present study aimed to examine the functional use of the English present continuous tense by L1 Thai learners under the theoretical framework of the…